Demand-High Teaching: Pushing your students to learn more

Emma and Al

What do the following stand for?

a) TTT

b) PPP

c) ZPD

d) RCP

1

7

6

5

4

3

2

98

“there is a large undemand”

3 zones of change...

• attitude – expectation that learner is capable of more than we expect

• focus of energy – moving from obsession with mechanics to where the learning is going on

• technique – nudging interventions

http://demandhighelt.wordpress.com/

What do the three following concepts have in common?

a) Audiolingualism.

b) The “phonological loop”.

c) Working memory.

•Being supportive

•Asserting authority

•Telling

•Eliciting

•Questioning

•Checking Learning and Understanding

•Being catalytic

•Structuring and signposting

•Giving encouragement

•Giving difficult messages

•Permitting emotion

•Being unhelpful

•Vanishing

Key teacher interventions

Being unhelpful

Out with the old and in with the newReceived contemporary Demand HighMaterial-centred

ritualised methodology

Teacher as hub

Abdicated facilitation

Little language upgrade

Fun is added on

language work developed

praise all learner attempts

questions test right answers

getting a correct answer closes the question

accept first answers

don’t put “students in the spotlight”

expect that most of your learners are unlikely to get better than “half good” at anything

Main goal = communicate and get correct

learning-centred

go where the learning is

everyone interacts

active interaction management

lots of language upgrade

engagement is integral

hands-on language work

give precise feedback

questions uncover process

stay with answers and work on improving them

push and nudge each student moment by moment

work “one-to-one” within the class

expect and believe that your learners can do much better than you currently ask of them or that they ask of themselves

main goal = playful and continual upgrade

Demand more…

Fat Grammar vs. Spindly Grammar

Te toca.

More information...

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Demand-High 1 – Demand-High 2